Relevant bibliographies by topics / Blind pupil

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Blind pupil'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Blind pupil"

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Stubbs, Alexander L., and Christopher W. Stubbs. "Spectral discrimination in color blind animals via chromatic aberration and pupil shape." Proceedings of the National Academy of Sciences 113, no. 29 (July 5, 2016): 8206–11. http://dx.doi.org/10.1073/pnas.1524578113.

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We present a mechanism by which organisms with only a single photoreceptor, which have a monochromatic view of the world, can achieve color discrimination. An off-axis pupil and the principle of chromatic aberration (where different wavelengths come to focus at different distances behind a lens) can combine to provide “color-blind” animals with a way to distinguish colors. As a specific example, we constructed a computer model of the visual system of cephalopods (octopus, squid, and cuttlefish) that have a single unfiltered photoreceptor type. We compute a quantitative image quality budget for this visual system and show how chromatic blurring dominates the visual acuity in these animals in shallow water. We quantitatively show, through numerical simulations, how chromatic aberration can be exploited to obtain spectral information, especially through nonaxial pupils that are characteristic of coleoid cephalopods. We have also assessed the inherent ambiguity between range and color that is a consequence of the chromatic variation of best focus with wavelength. This proposed mechanism is consistent with the extensive suite of visual/behavioral and physiological data that has been obtained from cephalopod studies and offers a possible solution to the apparent paradox of vivid chromatic behaviors in color blind animals. Moreover, this proposed mechanism has potential applicability in organisms with limited photoreceptor complements, such as spiders and dolphins.
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Hadj, Saima Ben, Laure Blanc-Féraud, and Gilbert Engler. "Depth-variant blind restoration with pupil-phase constraints for 3D confocal microscopy." Journal of Physics: Conference Series 464 (October 14, 2013): 012009. http://dx.doi.org/10.1088/1742-6596/464/1/012009.

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Royo, Julie, Fabrice Arcizet, Patrick Cavanagh, and Pierre Pouget. "Using the Blind Spot to Investigate Trans-Saccadic Perception." Vision 5, no. 3 (August 26, 2021): 39. http://dx.doi.org/10.3390/vision5030039.

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We introduce a blind spot method to create image changes contingent on eye movements. One challenge of eye movement research is triggering display changes contingent on gaze. The eye-tracking system must capture the image of the eye, discover and track the pupil and corneal reflections to estimate the gaze position, and then transfer this data to the computer that updates the display. All of these steps introduce delays that are often difficult to predict. To avoid these issues, we describe a simple blind spot method to generate gaze contingent display manipulations without any eye-tracking system and/or display controls.
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Antonioli, Luca, Andrea Pella, Rosalinda Ricotti, Matteo Rossi, Maria Rosaria Fiore, Gabriele Belotti, Giuseppe Magro, et al. "Convolutional Neural Networks Cascade for Automatic Pupil and Iris Detection in Ocular Proton Therapy." Sensors 21, no. 13 (June 27, 2021): 4400. http://dx.doi.org/10.3390/s21134400.

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Eye tracking techniques based on deep learning are rapidly spreading in a wide variety of application fields. With this study, we want to exploit the potentiality of eye tracking techniques in ocular proton therapy (OPT) applications. We implemented a fully automatic approach based on two-stage convolutional neural networks (CNNs): the first stage roughly identifies the eye position and the second one performs a fine iris and pupil detection. We selected 707 video frames recorded during clinical operations during OPT treatments performed at our institute. 650 frames were used for training and 57 for a blind test. The estimations of iris and pupil were evaluated against the manual labelled contours delineated by a clinical operator. For iris and pupil predictions, Dice coefficient (median = 0.94 and 0.97), Szymkiewicz–Simpson coefficient (median = 0.97 and 0.98), Intersection over Union coefficient (median = 0.88 and 0.94) and Hausdorff distance (median = 11.6 and 5.0 (pixels)) were quantified. Iris and pupil regions were found to be comparable to the manually labelled ground truths. Our proposed framework could provide an automatic approach to quantitatively evaluating pupil and iris misalignments, and it could be used as an additional support tool for clinical activity, without impacting in any way with the consolidated routine.
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Costrell, Robert M., Collin Hitt, and James V. Shuls. "A $19-Billion Blind Spot: State Pension Spending." Educational Researcher 49, no. 3 (April 2020): 220–23. http://dx.doi.org/10.3102/0013189x20912754.

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In this brief, we examine an important but obscure form of state spending on K–12 education—state subsidies of school district pension costs. In 2018, this exceeded $19 billion across 23 states. To put that amount into perspective, 2018 federal spending on Title I programs was $15.8 billion. This revenue stream is often ignored in analyses of state aid for K–12 and its distribution across districts. Until recently, accounting standards did not require pension plans to report these implicit subsidies to the school districts, so they did not typically know the size of their subsidy. In some important cases, it was missing from state totals for education aid. In the first comprehensive tabulation of these data, we show that this subsidy can be as much as $2,400 per pupil, as it is in Connecticut. In Illinois, it comprises an additional 56% of state spending on K–12 on top of all formula and categorical aid.
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Mrazova, M., P. Rauser, J. Burova, M. Georgiou, and T. Fichtel. "Influence of medetomidine, acepromazine, fentanyl and butorphanol on intraocular pressure and pupil size in healthy dogs." Veterinární Medicína 63, No. 9 (September 18, 2018): 413–19. http://dx.doi.org/10.17221/51/2018-vetmed.

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The aim of this study was to assess the effects of four different drugs used for anaesthesia premedication on intraocular pressure and pupil size in dogs. A prospective, randomised, double-blind clinical study was carried out. The subjects were forty client-owned healthy dogs (20 males and 20 females), aged 8.0 ± 2.9 years, with body weights of 11.8 ± 8.5 kg (mean ± SD) and without ocular abnormalities that were scheduled for periodontal treatment. Animals were randomly allocated into four groups and received intravenously either medetomidine 0.01 mg/kg, acepromazine 0.02 mg/kg, fentanyl 0.01 mg/kg or butorphanol 0.2 mg/kg. Intraocular pressure, pupil size, heart rate, respiratory frequency and systolic and diastolic arterial pressures were measured prior to (baseline) and at five and 10 minutes after premedication (T5, T10). Data were analysed by Anderson-Darling, Bartlett’s, ANOVA and Dunnett’s tests (P < 0.05). Significant increases of intraocular pressure were observed at T5 and T10 in the fentanyl group. Significant decreases of pupil size at T5 and T10 were detected in the fentanyl, butorphanol and medetomidine groups. In the fentanyl group, heart rate dropped significantly at T10, while respiratory frequency was elevated at T5 and T10. In the medetomidine group, heart rate and respiratory frequency were decreased at T5 and T10. In the butorphanol group, systolic arterial pressure was decreased at T5 and diastolic arterial pressure was decreased at T5 and T10. In the acepromazine group, systolic arterial pressure was decreased at T10. Within ten minutes after intravenous administration in healthy dogs, fentanyl significantly increased intraocular pressure and fentanyl, butorphanol and medetomidine decreased pupil size.
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Portengen, Brendan L., Carlien Roelofzen, Giorgio L. Porro, Saskia M. Imhof, Alessio Fracasso, and Marnix Naber. "Blind spot and visual field anisotropy detection with flicker pupil perimetry across brightness and task variations." Vision Research 178 (January 2021): 79–85. http://dx.doi.org/10.1016/j.visres.2020.10.005.

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Fry, Jeffrey R., and Steven A. Burr. "A double-blind atropine trial for active learning of autonomic function." Advances in Physiology Education 35, no. 4 (December 2011): 438–44. http://dx.doi.org/10.1152/advan.00075.2011.

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Here, we describe a human physiology laboratory class measuring changes in autonomic function over time in response to atropine. Students use themselves as subjects, generating ownership and self-interest in the learning as well as directly experiencing the active link between physiology and pharmacology in people. The class is designed to concomitantly convey the importance of bias in experimentation by adopting a double-blind placebo-controlled approach. We have used this class effectively in various forms with ∼600 students receiving atropine over the last 16 yr. This class has received favorable feedback from staff and students of medicine, pharmacy, and neuroscience, and we recommend it for such undergraduates. The learning objectives that students are expected to achieve are to be able to 1) know the ethical, safety, and hygiene requirements for using human volunteers as subjects; 2) implement and explain a double-blind placebo-controlled trial; 3) design, agree, and execute a protocol for making (and accurately recording) precise reproducible measurements of pulse rate, pupil diameter, and salivary flow; 4) evaluate the importance of predose periods and measurement consistency to detect effects (including any reversibility) after an intervention; 5) experience direct cause-and-effect relationships integrating physiology with pharmacology in people; 6) calculate appropriate summary statistics to describe the data and determine the data's statistical significance; 7) recognize normal variability both within and between subjects in baseline physiological parameters and also recognize normal variability in response to pharmacological treatment; 8) infer the distribution and role of muscarinic receptors in the autonomic nervous system with respect to the heart, eye, and mouth; 9) identify and explain the clinical significance of differences in effect due to the route and formulation of atropine; 10) produce and deliver a concise oral presentation of experimental findings; and 11) produce a written report in the form of a short scientific research article. The results of a typical study are presented, which demonstrate that the administration of atropine by a subcutaneous injection elicited a significant increase in pulse rate and pupil diameter and a significant decrease in salivary flow, whereas administration of atropine in an oral liquid elicited significant effects on pulse rate and salivary flow, and an oral solid format elicited a significant alteration in salivary flow alone. More detailed analysis of the salivary flow data demonstrated clear differences between the routes of administration and formulation in the onset and magnitude of action of atropine.
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Kay, C. D., and J. D. Morrison. "The Effects of Ingestion of 60 mg Pyridostigmine Bromide on Contrast Sensitivity in Man." Human Toxicology 7, no. 4 (July 1988): 347–52. http://dx.doi.org/10.1177/096032718800700409.

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The effects on vision of ingestion of the anticholinesterase pyridostigmine bromide (60 mg), assessed from pharmacokinetic data to provide at least 20% inhibition of blood cholinesterase over the 1½-4½ h experimental period, was compared with 60 mg lactose in a double-blind crossover protocol. Contrast sensitivity to stationary oscilloscope-generated gratings of 3-40 c/deg showed a small but significant increase of 7% which was consistent with a small reduction in pupil diameter, surmised to cause a small improvement in optical quality. This reduction in pupil diameter was, however, overshadowed by a larger though still non-significant reduction on the second visit to the laboratory compared with the first. Contrast sensitivities to laser interference fringes observed in the Maxwellian view, by which the effects of the optical media are essentially bypassed, thus providing an entirely neural assessment, were unchanged after pyridostigmine. It is concluded that pyridostigmine may be given as a prophylactic in anticipation of exposure to an organophosphorus anticholinesterase without a deleterious effect on stationary visual function.
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Altan-Yaycioglu, Rana, Ozgur Yaycioglu, Umit Gul, Aysel Pelit, Fatih M. Adibelli, and Yonca A. Akova. "The effects of two systemic α1-adrenergic blockers on pupil diameter: a prospective randomized single-blind study." Naunyn-Schmiedeberg's Archives of Pharmacology 375, no. 3 (March 16, 2007): 199–203. http://dx.doi.org/10.1007/s00210-007-0150-1.

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Dissertations / Theses on the topic "Blind pupil"

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Look, Ami. "Uppfattningar av utbildning och arbete bland elever vid Introduktionsprogrammet : En fenomenografisk studie." Thesis, Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-14998.

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Sammanfattning Föreliggande fenomenografiska studie har som syfte haft att undersöka elevers uppfattningar av fenomenen utbildning och arbete och hur de kopplar det till sin framtid. Studien har genomförts som enskilda intervjuer med sex elever vid gymnasiets Introduktionsprogram individuellt alternativ våren 2013. Efter analysarbetet av intervjuerna har Malows behovs- och motivationsteori kopplats till beskrivningskategorierna. Vid intervjuutsagorna framträder att utbildning uppfattas som något för framtida behov, mot ett yrke där betygen är biljetten in. Vad gäller utbildning i grundskolan kan tre beskrivningskategorierna urskiljas. Betygen uppfattas som det mest centrala, därefter behovs- och motivationsfaktorer som identifierats som relationer till lärare och kamrater samt till inlärningsmiljön- med fokus på hur undervisningen organiseras. Eleverna erfar att utbildningen på Introduktionsprogrammet jämställs med grundskolan men med större fokus på betyg. Arbete uppfattas som ett utbildningsresultat där de personliga behoven tillfredsställs vad gäller självständighet och oberoende genom egen försörjning men också de personliga behoven av social gemenskap och självförverkligande uppfattades som betydelsefulla aspekter av ett arbete. Efter att ha analyserat intervjuerna erfars mig elevernas oerfarenhet att reflektera över sina erfarenheter, vilket är viktigt i ett samhälle där man skall göra egna val och kunna se dess konsekvenser. Nyckelord: Gymnasieelever, introduktionsprogrammet, utbildning, arbete, fenomenografi.
Abstract The purpose of this phenomenografic study has been to examine the thoughts of six pupils in Upper Secondary school, Individual alternative, concerning the phenomenon education, work and their future. Maslow´s theory of needs and motivation was the background of the analysis. The result of this study is that what pupils find most significant in education is the marks. Education is something for the future, and the marks are the tickets to vocational training. Studies in Primary school also focus on the marks. Education in Primary school is also apprehended to Needs and motivation where the relationship to teachers and classmates is important. Also the environment of teaching was in focus. The pupils experience Primary school and Upper Secondary school as being the same but with a larger focus on the marks in Upper Secondary school. Work is apprehended as a result of education where the personal needs such as independence, social community and self-fulfillment are important aspects of one´s work. After my work with the analysis, my thoughts are that the pupils are inexperienced in verbalizing their thoughts. It is important in a society built on individual choice to be aware of the consequences of one´s choices. Keywords: Upper Secondary school pupils, Introduction Program, education, work, phenomenografy.
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Normanton, Erry Jeanette Margaret. "'They can because they think they can?' : the education of pupils at two secondary schools for the blind, 1920-58." Thesis, Open University, 2011. http://oro.open.ac.uk/54232/.

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Blind children were one of the first 'disabled' groups to be given an education by the State. However, for most children with a visual impairment, this schooling was only at an elementary level. This study looks at how pupils at Worcester College for the Blind and Chorleywood College for girls with little or no sight came to have the opportunity to receive the academic education which could provide them with access to the universities and professions. This is discussed in the context of the political and social environment of the period between 1920 and 1958, with an assessment of the continuities and changes. The purpose of the study is to examine the complexity of factors which influenced the education of visually impaired children. No one explanation, either based on social control or progressive humanitarianism, can determine the development of special education. Class and gender as well as perceptions of 'disability' did playa role. The aim is then to judge the level to which the resultant education was enabling in terms of providing educational opportunities which could lead students towards active Citizenship and fulfilling employment. The study triangulates sources written from above by Government, charities and the governing bodies with school records as well as interviews and written accounts to give a voice to the former students. In this thesis, variations in the experience of children with different impairments are examined alongside the level of influence possessed by blind people themselves. The nature of the education provided challenged the perceptions of society in some ways, while not attempting to confront the inequalities which existed in the mid-twentieth century. This resulted in a schooling which was enabling in its academic nature, but, while not disabling, left students unprepared for some of the skills required for adult life.
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Sandgren, Petra. "Avvikande grupper på skolor eller inte? : En intervjustudie bland elever och lärare om deras erfarenheter angående specialklasser." Thesis, University of Gävle, Department of Education and Psychology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-3051.

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Abstract

Syftet med studien är att få ta del av elevers och lärares egna erfarenheter och tankar angående specialklassundervisning. Det finns behov för anpassad undervisning för en del elever. Skolor har nedskärningar och hårt drabbade är de elever som är i behov av särskilt stöd. Begreppet en ”skola för alla” är något pedagoger försöker att nå i skolorna i dag. Alla elever skall få undervisning som baseras på den enskildes förutsättningar utan att skolan sätter etikett på eleverna samt segregerar dem. Hur skolan skall göra är ännu är oklart. Inkluderas elever från specialklasserna i ”en skola för alla”? Ämnet är viktigt att studera eftersom det alltid kommer att finnas elever som inte klarar av eller passar ihop med den traditionella skolpedagogiken. För att nå syftet valdes kvalitativa intervjuer, denna metod bygger på att ställa öppna frågor till deltagaren. Genom att välja denna metod av frågor kan följdfrågor ges till aktörerna. Följdfrågor kan ställas för att få ett så brett svar som möjligt. Svaren baseras på aktörens egna livserfarenheter. Den andra metoden som användes var ett skriftligt frågeformulär som skickades ut till de utvalda deltagarna. Kontakt togs med lärare som hade erfarenhet angående specialklass samt inkludering. Även kontaktades före detta elever som har gått i en specialklass på heltid under hela högstadiet. Elevernas upplevelser varierade angående specialklasser och integrering, de beskriver också hur negativt andra människor upplever elever i specialklass. Pedagogerna beskriver hur integreringen ofta misslyckas. Båda undervisarna ansåg det viktigt med specialklasser och hoppades att det i fortsättningen kommer att anordnas specialklasser för de elever som är i behov av särskilt stöd.

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Westin, Fredric. "Attityder, Relevans & Genus : En kvalitativ studie av praktisk undervisning i NO bland elever i grundskolans senare år." Thesis, Karlstad University, Faculty of Technology and Science, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-896.

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Syftet med denna uppsats är att ta reda på vilka attityder elever i grundskolans senare år har gentemot den praktiska undervisningen i de naturorienterande ämnena sett ur ett genusperspektiv.

För att studera elevernas attityder har enskilda semistrukturerade intervjuer valts som metod. Semistrukturerade intervjuer ger intervjuaren möjlighet att följa upp respondenternas svar med olika följdfrågor, som kan varieras relativt fritt vilket bidrar till att intervjuaren kan bilda sig en uppfattning om respondenternas attityder.

De attityder gällande praktisk undervisning i de naturorienterande ämnena som påträffats var främst positiva och samtliga respondenter var eniga om att den praktiska undervisningen hjälper till att öka förståelsen. Undersökningen visade att flickorna föredrog biologi eftersom detta inte ansågs vara lika svårt som fysik och kemi, medan pojkarna i undersökningen fann mer intresse i fysik och teknik. Meningarna huruvida den praktiska undervisningen examineras gick isär.

Slutsatsen som kan dras från uppsatsens undersökning blir således att pedagoger bör försöka att utveckla en praktisk undervisning som passar alla dagens ungdomar, oavsett kön, samt att tydliggöra syftet och målet innan det praktiska arbetet inleds.


The aim of this dissertation is to study the attitudes that exist among secondary-school pupils, to practical education in natural science, through a gender perspective.

Semi-structured interviews were chosen as method of studying the pupils’ attitudes. A semi- structured interview gives the interviewer a possibility to follow up the answers given by the respondent with varied attendant questions. For the interviewer this contributes to develop an insight of the attitudes.

The interviews reveal that most of the pupils have a positive attitude towards practical education in natural science and all of the respondents agreed on the fact that practical education helps to improve their understanding. The research showed that girls prefer biology since they find it less difficult than physics and chemistry, while boys on the other hand prefer physics and technology. There is a disagreement among the respondents on whether or not examinations exist in practical education.

The conclusion of the dissertation is that pedagogues need to develop a practical education suited for all youths irrespective of gender, as well as stating the aim and purpose before the practical education starts.

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Blom, Malin. "Hur miljön i hemmet kan påverka elevernas frukostintag : En enkätundersökning bland niondeklassare." Thesis, Högskolan i Gävle, Folkhälsovetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-24582.

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The purpose of this study was to investigate if the environment at home could affect the pupils breakfast intake; what they choose to eat, if the eat and why they eat breakfast. A quantitative method was used and the data was collected by a questionnaire. In total 64 pupils from ninth grade in public school participated in the study. The result showed that most of the pupils ate breakfast regularly and often ate alone at the kitchen table. Though some of them ate very little and a meager breakfast. Most of the pupils were positive to being served breakfast at school because they often were too tired to eat at home and can eat in the company of friends. The conclusion was that most pupils ate breakfast often and a few ate rarely. The kitchen table was the preferred place to eat breakfast and they often ate alone. Popular choices for breakfast were oatmeal, sandwiches or soured milk/yoghurt with cereals.
Matvanor har en stor betydelse för folkhälsan och vad barn erbjuds för mat under uppväxten har en extra stor betydelse. Frukost ger en bra start på dagen. Den ger en den ork och energi som behövs under morgonen före lunch. Energin efter frukosten behövs för att behålla fokus under skolarbetet och för att orka vara fysisk aktiv under skoltid samt fritid. Syftet med studien var att undersöka om miljön i hemmet påverkade niondeklassarnas frukostvanor och hur dessa vanor såg ut. För att besvara syftet så användes kvantitativ metod med tvärsnittsdesign och för insamling av dess data valdes enkäter. Urvalet bestod av elever i årskurs 9 från två skolor i en kommun. Totalt deltog 64 elever i studien. Resultatet visade att majoriteten av eleverna åt frukost ofta och en liten del av dem åt lite eller inget till frukost. De åt frukost vid köksbordet och det gjorde de utan sällskap. Många elever var positiva till att bli serverade frukost i skolan på grund av att få möjlighet att få äta frukost med sällskap. En annan fördel de nämnde med frukost i skolan var att de blev hungriga när de kom till skolan för att de fick vakna till ordentligt och bli piggare. Slutsatsen var att majoriteten av eleverna åt frukost varje dag eller hoppade över frukosten några gånger i veckan. Eleverna bestämde själva vad de ville äta till frukost och de åt oftast ensamma. Köksbordet var den plats i hemmet som var populärast att äta vid. De valde att äta havregrynsgröt, en smörgås med pålägg eller fil/yoghurt med flingor/müsli. Favoritdryckerna var O’boy och te.
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Kiryakos, Fady. ""En skola för alla" med specialklasser? : En intervjustudie bland lärare angående deras uppfattning om specialklasser." Thesis, Södertörns högskola, Lärarutbildningen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-18029.

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This study is about different teacher’s ´conception of remedial classes and its function in Today´s School. “A school for everyone” the utopia that all schools and teachers aspire for. All pupils, regardless of ethnic background, class, and religious affiliation should be able to go to school without being segregated and are seen as different. A large part of the research at this moment shows a picture of segregated schools with remedial classes. If remedial classes cause segregation or inclusion is a dilemma that should be highlighted and discussed. Pupils who are in need of special support should be supported, without being segregated and perceived as different. To perform this study, qualitative interviews were made. Seven teachers have participated and gave their views on remedial classes and what function they fill for the school. My theory that has been used highlights two conditions at school. One is segregating integration with the compensatory perspective (kompensatoriska perspektivet), and the other is including integration with the democratic participatory perspective (deltagarperspektiv). The result shows that the teachers who were interviewed, despite the intentions of the  “A school for everyone” and with all risk that remedial classes carries with it, consider it compensatory perspective should be followed to accommodate all the pupils’ needs according to their conditions.
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Mikalides, Michline. "Hur skapas läslust bland högstadieelever med annat modersmål än svenska? : En undersökning gjord på en prisbelönad högstadieskola i en Stockholmsförort." Thesis, Södertörn University College, Lärarutbildningen, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1509.

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Syftet med min uppsats är att redogöra för och diskutera hur en lärare arbetar med läslust och språkutveckling, samt hur hennes elever upplever denna undervisning. Läslust handlar om mycket mer än att bara tycka om att läsa böcker, såväl i skolan som på fritiden. Elever med läslust kan ta upp en bok att läsa som avkoppling, lika gärna som de kan se på tv.

För att undersöka mitt syfte har jag studerat en klass i en Stockholmsförort. Jag har intervjuat en lärare, samt fyra av hennes elever, för att ta reda på hur läraren arbetar med att skapa och upprätthålla läslusten hos eleverna, och hur eleverna uppfattar lärarens undervisning kring läslust. Jag har även gjort en enkätundersökning med alla elever i klassen, för att ta reda på hur de upplever läslust, och vad de tycker om lärarens arbetssätt för att skapa läslust.

Resultaten av min undersökning visar att det är skillnad mellan flickors och pojkars läsning. Oftast är det flickor som läser mest, vilket kan bero på flera faktorer. En anledning är att flickor har fler läsande förebilder och att många pojkar uppfattar läsning som omanligt, och de väljer därför bort det. Jag har även upptäckt att läraren inte medvetet arbetar med läslust, och att hennes elever inte upplever att läraren uppmuntrar dem till läsning.

Det är väldigt viktigt att elever har goda läsande förebilder som kan motivera och skapa nyfikenhet till läsning. Även att tidigt börja med läsning i skolan, samt att läraren har god bokkännedom och kan föra givande boksamtal efter att ha avslutat en bok, är viktigt. Det är betydande att läraren kan övertyga läsovana elever till att läsning är ett nöje, och att läraren hittar rätt bok till rätt elev.


My study’s aims are to describe and discuss how a teacher work with reading-inclination and language acquisition, and how her pupils perceive this teaching. Pupils that have reading-inclination can take a book and read it at home, as well as they can turn on the TV.

To achieve my aim I have studied a multilingual class in a suburb to Stockholm. I have interviewed one teacher and four of her pupils. I have also done a questionnaire-investigation with all the pupils in her class. I want to know if the teacher is aware of how she is working with the pupils to make them have reading-inclination while they are reading books. I would also like to know what the pupils think of reading-inclination and if they like to read.

The results of my study show that there is a large difference between the girls’ and the boys’ reading. The girls like to read more than the boys. One reason can be that girls have more reading models and that boys think reading is something feminine. I have also discovered that the teacher is not deliberately working with reading-inclination and her pupils don’t feel like she is encouraging them to read.

It’s very important with good role models that can justify and make the pupils curious about reading. It’s important for the pupils to start reading early in school, and for the teacher to have a good book-knowledge and lead profitable book-conversation after finishing a book. It’s also important for the teacher to convince pupils that are unaccustomed book-readers that reading is a pleasure, and to find the right book too the right pupil.

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Lindqvist, Josefin. "Bland leksakspistoler, spindelväv och mellanstadiebarn : En vetenskaplig essä om vad meningsfull fritid innebär i förhållande till elevinflytande och lärande i en öppen fritidsverksamhet." Thesis, Södertörns högskola, Lärarutbildningen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-39837.

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This essay examines what a meaningful leisure-time could mean, in relation to pupils’ participation and learning. I have investigated the wording of the statement which says that children should be giving a meaningful leisure time, progress and learning. Is this possible, or does this statement contradict itself? What does a meaningful leisure-time really mean, and to whom? To examine this, I will describe two situations that occurred at my work place, a leisure-time centre for 10-13 -year-old children. The first story will describe a situation that I find relatively well working as a democratic process where some children want to organise a war activity for the other children, and I contemplate if that could be considered a meaningful leisure-time? In the second story, I describe a kind of chaotic situation, where a group of children are preparing an activity for other children. Time is hereof the essence and I contemplate if the children are having a meaningful time and if the situation spurs their progress in this stressful situation. I start with examining the two stories out of different perspectives: how to understand what meaningfulness is, the importance of coherency to experience purpose and how leisure-time has been interpreted over the years with regards to society and education. Further, I examine in what way student participation and democracy relate to both of my stories. I would also like to understand how and where learning is applicable in my stories. Therefore, I have chosen to also examine how the interaction between myself and the children contribute to their progress. Finally, I try to get a bigger picture on where the three aspects, meaningful leisure-time, progress and learning come together to create a wider perspective, that gives me a greater understanding for the mission of the leisure- time centre and for my occupation.
Denna vetenskapliga essä handlar om vad meningsfull fritid kan innebära i förhållande till elevinflytande och lärande. Jag har tagit fasta på formuleringen att barnen ska erbjudas en meningsfull fritid, utveckling och lärande, och funderar över om det finns en motsättning mellan dessa begrepp. Vad menas med meningsfull fritid, och för vem? För att undersöka detta utgår jag från två situationer som jag varit med om på min arbetsplats, en öppen fritidsverksamhet där barn mellan 10 och 13 år tillbringar sin fria tid mellan skolans slut och hemmet. Den ena berättelsen beskriver en relativt väl fungerade demokratisk arbetsprocess där några barn vill planera en krigslek för de andra barnen, och jag funderar över om det kan räknas som meningsfullt?  I den andra berättelsen kommer vi in i en kaosliknande situation, med en tidspress som stressfaktor, och jag funderar över om barnen upplever det meningsfullt och utvecklande att förbereda en aktivitet åt andra barn. Jag undersöker först mina berättelser utifrån hur jag kan förstå vad meningsfullhet är, vilken betydelse känslan av sammanhang kan ha för upplevelsen av mening och även hur begreppet fritid har tolkats genom åren i förhållande till samhälle och skola. Därefter undersöker jag på vilket sätt elevinflytande och demokrati förhåller sig till mina berättelser. Jag vill även förstå hur lärande kommer in i mina båda berättelser och undersöker därför hur samspelet mellan mig och barnen bidrar till deras utveckling. Slutligen försöker jag se en större bild där de tre övergripande begreppen, meningsfull fritid, utveckling och lärande, förenas för att få ett bredare perspektiv och en bättre förståelse för vad verksamhetens och mitt uppdrag innebär.
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9

Peyron, Dennis, and Sebastian Skjöld. "Vad innebär hälsa för dig? : En kvalitativ undersökning om salutogena och patogena perspektiv på hälsa bland elever i årskurs 9." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-3622.

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Sammanfattning Syfte och frågeställningar Uppsatsen syftade till att undersöka elevers uppfattningar kring begreppet hälsa, ur ett salutogent och patogent perspektiv. De frågor som ställdes var: har eleverna en salutogen eller patogen bild av hälsa, var får eleverna sin uppfattning kring hälsa ifrån samt förmedlar lärare i idrott och hälsa en salutogen eller patogen bild av hälsa enligt eleverna? Metod 10 elever (7 flickor och 3 pojkar) i årskurs 9 från tre skolor i västra och södra delen av Stockholm deltog alla i en halvstrukturerad intervju. Intervjuerna genomfördes på respektive elevs skola i ett avskilt rum. Deras svar kategoriserades och analyserades med utgångspunkt i Antonovskys teorier, och Quennerstedts utvecklingar av dessa, kring salutogent och patogent. Resultat 5 av 10 elever ansågs ha en patogen bild av hälsa, 3 av 10 en salutogen bild medan 2 av 10 ansågs ha en tvetydig/oklar bild av hälsa där både ett salutogent och patogent perspektiv fanns representerat. 9 av 10 elever angav att Undervisning i idrott och hälsa var en källa som de hämtade information kring hälsa från. 8 elever angav Vänner, 6 elever angav Familj. Flest elever uppgav att deras huvudsakliga källa till information kring hälsa var Undervisning i idrott och hälsa. 4 av 10 elever ansågs visa på att deras lärare hade ett patogent synsätt på hälsa och 6 av 10 elever svarade på ett sätt som ledde till bedömningen att deras lärares synsätt på hälsa hade inslag av både salutogent och patogent. Slutsats Både salutogena och patogena inslag förekom i såväl elevernas syn på hälsa som i den bild de förmedlade att deras lärare hade. Dock förföll de patogena perspektiven dominera i bägge fall. Eleverna hämtade i huvudsak sin information kring hälsa från undervisningen i idrott och hälsa, familjen och vänner. Det är därför av relevans för lärare att fundera kring vilken syn på hälsa de förmedlar då det kan ha inverkan på elevers uppfattning kring begreppet hälsa.
Aim The thesis aimed to investigate students perceptions of the concept of health from asalutogenic and pathogenic perspective. The questions asked were: does students have asalutogenic or pathogenic view on health, where do students get their opinion about the healthand does teachers in physical education convey a salutogenic or pathogenic view of health according to the students? Method 10 students (7 girls and 3 boys) in grade 9 from three schools in the western and southern partof Stockholm all participated in a semi-structured interview. The interviews were conducted at each student's school in a secluded room. Their response was categorized and analyzed on the basis of Antonovskys theories, and Quennerstedts developments thereof, around salutogenetic and pathogenic. Results 5 out of 10 students were considered to have a pathogenic view of health, 3 of 10 a salutogenic view while 2 out of 10 were considered to have an ambiguous/unclear view of health in which both salutogenic and pathogenic perspectives were represented. 9 out of 10 students indicated that Teaching in physical education and health was a source that they retrieved information about health from. 8 students answered Friends, 6 students answered Family. Most students stated that their main source of information about health comes from Teaching in physical education and health. 4 out of 10 students were considered to show that their teachers had a pathogenic approach to health and 6 of the 10 students responded in away that led to the assessment that their teachers' approach to health had elements of both salutogenic and pathogenic. Conclusion Both salutogenic and pathogenic element were present in both the students' views on health and in the approach they conveyed that their teachers had on health. However, the pathogenic perspectives dominate in both cases. Students mainly got their information about health from teaching in physical education and health, family and friends. It is of relevance for teachers to reflect on what view on health they convey as it can have an impact on students' perception of the concept of health.
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10

Kochová, Klára. "Kognitivní procesy při taktilním vnímání geometrických těles nevidomými žáky." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-329784.

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OF THE THESIS The topic of this thesis is to study the cognitive processes (especially perception, imagination and thinking) of blind pupils through experiments with geometric objects. Tools of the experiment are four tasks (two for one pupil, two for a pair of pupils) that are recorded, transcribed into written protocols and analysed. An overview of the involved cognitive functions or naming of missing cognitive functions has been complied on basis of the specialised literature as a theoretical solution of analysis. Findings of psychology of mathematics didactic were other important theoretical starting points. The ones which are devoted to the tactile perception (of geometrical objects), stages of Piaget operation developments, cognitive mechanisms in mathematics and importance of communication in mathematics or geometry teaching are involved in the theses. Analysis of the experiments involves observations of the tactile perception, imaginations, thinking, cognitive processes, speech and communication, and other occurrences essential for specific tasks.
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Books on the topic "Blind pupil"

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Ojo, Joseph Ayo. A study of blind and sighted pupils' perception of and achievement in mathematics. Birmingham: University of Birmingham, 1993.

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2

Daley, SJ, Brian E. Antioch and Alexandria. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199281336.003.0007.

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The opposition between theologians centered in Antioch and those centered in Alexandria, both in their ways of interpreting Scripture and in their understandings of Christ’s person, is well known, if often somewhat exaggerated by modern scholars. Antiochene exegetes tended to insist more than their Alexandrian counterparts on the importance of seeing each biblical passage in its context within the longer narrative of Israel’s history, and to search for practical, moral applications, while Alexandrian interpreters tended to be more interested in the theological and spiritual meaning. More importantly, Antiochene theologians tended to see the fullness of salvation as eschatological, Alexandrians as present and accessible in the Church; as a result, Antiochenes tended to emphasize more the boundaries between God’s life and creation. The chapter looks at works of Diodore of Tarsus, his pupil Theodore of Mopsuestia, Nestorius of Constantinople, Theodoret of Cyrus, Didymus the Blind, and Cyril of Alexandria.
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Book chapters on the topic "Blind pupil"

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Rouzier, Sophie, Bernard Hennion, Tomás Pérez Segovia, and Denis Chêne. "Touching Geometry for Blind Pupils." In Lecture Notes in Computer Science, 697–704. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-27817-7_104.

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2

Jašková, L’udmila. "Blind Pupils Begin to Solve Algorithmic Problems." In Informatics in Schools. Sustainable Informatics Education for Pupils of all Ages, 68–79. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-36617-8_6.

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Nakayama, Minoru. "Estimation of Eye-Pupil Size During Blink by Support Vector Regression." In Behaviormetrics: Quantitative Approaches to Human Behavior, 77–87. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-1722-5_6.

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Lee, Giyoung, Amitash Ojha, and Minho Lee. "Classification of High and Low Intelligent Individuals Using Pupil and Eye Blink." In Neural Information Processing, 459–66. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-26532-2_50.

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Nakayama, Minoru, and Yasutaka Shimizu. "An Estimation Model for Pupil Size of Blink Artifacts While Viewing TV Programs." In Behaviormetrics: Quantitative Approaches to Human Behavior, 61–75. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-1722-5_5.

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6

Mikulowski, Dariusz. "An Approach for Ontologically Supporting of Space Orientation Teaching of Blind Pupils Using Virtual Sound Reality." In Advances in Intelligent Systems and Computing, 753–59. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-73210-7_87.

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7

Norheim, Dag. "Moralsk mangfold, oppvekst og livstolkning – et evolusjonspsykologisk perspektiv." In Oppvekst og livstolkning, 121–42. Cappelen Damm Akademisk/NOASP, 2020. http://dx.doi.org/10.23865/noasp.107.ch5.

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In this article, I discuss the challenges of moral diversity in Norwegian public school from the perspective of Jonathan Haidt’s moral foundations theory. I take my cue from Haidt’s distinction between individualistic and sociocentric societies and discuss some implications of this distinction with regard to the introduction of the new curriculum (fagfornyelsen, in Norwegian). I argue that the subject curriculum is rooted in a morality that is characteristic of what Haidt refers to as WEIRD societies (i.e. Western, Educated, Industrialized, Rational, Democracies). My thesis is that this moral matrix rests on cultural assumptions that differ substantially from those of immigrant pupils in Norwegian schools. The particularities of sociocentric moral matrices seem to fall in the blind zone of the subject curriculum. Yet it is important that the school system acknowledge its role in the creation of a community to which every pupil might experience an allegiance. In order to create a shared value foundation, teachers need to be aware of pupils’ affiliations to different moral matrices. Thus, we need to rethink what moral socialization means in a multicultural society.
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Adkison, Danny M., and Lisa McNair Palmer. "Education." In The Oklahoma State Constitution, 259–64. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197514818.003.0019.

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This chapter addresses Article XIII of the Oklahoma constitution, which concerns education. Section 1 mandates establishment and maintenance of a public school system but does not guarantee an equal educational opportunity in the sense of equal expenditures of money for each and every pupil in the state. Section 2 states that “the Legislature shall provide for the establishment and support of institutions for the care and education of persons within the state who are deaf, deaf and mute, or blind.” Meanwhile, Section 3—which was entitled “Separate Schools for White and Colored Children”—was repealed on May 3, 1966. Section 4 states that “the Legislature shall provide for the compulsory attendance at some public or other school, unless other means of education are provided.” Section 5 grants power to the State Board of Education to supervise the instruction in public schools. Section 6 provides for the establishment of a uniform system of textbooks to be used in the public schools, making it clear that the books must be free to students.
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Wray, Shirley H. "The Eyelid and Its Signs." In Eye Movement Disorders in Clinical Practice, 44–56. Oxford University Press, 2014. http://dx.doi.org/10.1093/med/9780199921805.003.0002.

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presents the anatomy of the eyelid and places major emphasis on interpreting the significance of the wide range of diagnostic signs that the eyelids can show. The position of the eyelid in coma is determined by the tone of the levator palpebrae superioris muscle, and a new coma scale that takes the eyelid in coma into account is now used to grade the depth of coma. Blink reflexes in coma are also fully discussed, with particular attention to the corneal reflex. Those syndromes characterized ptosis due to weakness of the levator muscle, or partial ptosis due to weakness of Mueller’s muscle, accompanied by constriction of the pupil,are commonly seen . The diagnostic characteristics of many of these syndromes are illustrated in the eight case studies and video displays published in this chapter and they include cerebral ptosis, apraxia of lid opening, apraxia of lid closure, essential blepharospasm, and rare unilateral syndromeshemifacial spasm and the Marcus-Gunn jaw winking synkinesis.
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Errani, Paola. "I codici si mostrano Esperienze nella Biblioteca Malatestiana." In Oltre le mostre. Venice: Fondazione Università Ca’ Foscari, 2020. http://dx.doi.org/10.30687/978-88-6969-466-0/004.

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The Biblioteca Malatestiana was founded in 1452 by Malatesta Novello, lord of Cesena. Since then not only its architecture, but also its furniture and manuscripts have been perfectly preserved. Therefore visitors can still admire its manuscripts in their original setting. In order to meet the educational needs of pupils and students for many years we offered special events, including guided tours and laboratories, specifically designed for primary schools, secondary schools and universities. Since 2014 we joined the Associations of Friends of the Malatestiana Library in organizing lectures concerning individual manuscripts, which during the lectures were exposed to the audience. Since 2016 visitors can get an experience of the ordinary maintenance and conservation treatment of manuscripts: once a month from March to June they have the opportunity to look at book and paper conservators at work. Besides, we experimented special guided tours for blind persons, who were allowed to touch the various parts of manuscripts (i.e. the chain, the cover, the two sides of the parchment leaves).
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Conference papers on the topic "Blind pupil"

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Schilling, Tim, Mojtaba Soltanlou, Yeshwanth Seshadri, Hans-Christoph Nuerk, and Hamed Bahmani. "Blue Light and Melanopsin Contribution to the Pupil Constriction in the Blind-spot, Parafovea and Periphery." In 13th International Conference on Health Informatics. SCITEPRESS - Science and Technology Publications, 2020. http://dx.doi.org/10.5220/0008972404820489.

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Jašková, Ľudmila, and Natália Kováčová. "Bebras Contest for Blind Pupils." In WiPSCE '15: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2818314.2818324.

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"EFFECTIVENESS FOR A SLEEPINESS TEST OF PUPIL SIZE ESTIMATION DURING BLINK." In International Conference on Bio-inspired Systems and Signal Processing. SciTePress - Science and and Technology Publications, 2008. http://dx.doi.org/10.5220/0001058105580564.

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4

Lee, Giyoung, Amitash Ojha, and Minho Lee. "Concentration Monitoring for Intelligent Tutoring System Based on Pupil and Eye-blink." In HAI 2015: The Third International Conference on Human-Agent Interaction. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2814940.2815000.

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5

Sallnas, Eva-Lotta, Jonas Moll, and Kerstin Severinson-Eklundh. "Group Work About Geometrical Concepts Among Blind and Sighted Pupils Using Haptic Interfaces." In Second Joint EuroHaptics Conference and Symposium on Haptic Interfaces for Virtual Environment and Teleoperator Systems (WHC'07). IEEE, 2007. http://dx.doi.org/10.1109/whc.2007.61.

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You might also be interested in the extended bibliographies on the topic 'Blind pupil' for particular source types:
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